Chen Gang, Wu Jing, Ni Qingshan, Mao Xuhu, Wang Yi-Chao, Yue Juan-Juan
Department of Clinical Microbiology and Immunology, Faculty of Pharmacy and Medical Laboratory Sciences, Third Military Medical University (Army Medical University), No. 30 Gaotanyan Street, Shapingba District, Chongqing, 400038, China.
Biomedical Analysis Center, College of Basic Medicine, Third Military Medical University (Army Medical University), Chongqing, 400038, China.
BMC Med Educ. 2025 Jul 9;25(1):1029. doi: 10.1186/s12909-025-07634-5.
Medical mentors' innovation competence, which has not yet been effectively evaluated, is crucial for cultivating talent in the medical field. In this study, we aim to develop a new tool for assessing medical mentors' innovation competence.
Thirteen experts were interviewed and consulted to identify items indicating innovation competence. These items were used to prepare a questionnaire for the subsequent cross-sectional survey. Finally, the innovation competence instrument was developed and verified through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using data from 1892 mentors and postgraduates at 9 Chinese universities.
Five dimensions- "mentoring and teamwork", "supportive action", "scientific research", "professional ethics and spirit" and "educational reform"-including 21 items-were developed and verified. The instrument explained 68.66% of the total variance, and it exhibited good reliability and validity as well as a good fit to the data.
The instrument provides a new theoretical framework for innovation competence in postgraduate education, and it can be used to assess the innovation competence of mentors to guide them to better prepare for mentoring medical postgraduate students. Additionally, the results suggested that mentors should focus on "mentoring and teamwork", especially collaboration with postgraduates, to improve innovation competence.
医学导师的创新能力对于医学领域人才培养至关重要，但尚未得到有效评估。在本研究中，我们旨在开发一种评估医学导师创新能力的新工具。
采访并咨询了13位专家，以确定表明创新能力的项目。这些项目用于编制后续横断面调查的问卷。最后，利用来自中国9所大学的1892名导师和研究生的数据，通过探索性因素分析（EFA）和验证性因素分析（CFA）开发并验证了创新能力工具。
开发并验证了包括21个项目的五个维度——“指导与团队合作”、“支持行动”、“科研”、“职业道德与精神”和“教育改革”。该工具解释了总方差的68.66%，具有良好的信效度以及对数据的良好拟合度。
该工具为研究生教育中的创新能力提供了新的理论框架，可用于评估导师的创新能力，以指导他们更好地为指导医学研究生做准备。此外，结果表明导师应注重“指导与团队合作”，特别是与研究生的合作，以提高创新能力。
